Course Structure & Implementation Design Overview

This Google Classroom–delivered high school course prepares students for 21st‑century learning through a structured, student‑centered program of weekly modules and integrated lesson plans. Instruction occurs during 45‑minute class sessions; posted office hours are available for student and parent questions. Grading reflects college‑and‑career readiness priorities: weekly assignments and reflections — 50%; participation and discussions — 15%; final presentation — 35%. Most work is completed independently, with opportunities for partner collaboration during Canva and VR activities to promote peer learning and formative feedback.

 

Orientation and Course Navigation

A prominent “Start Here” module ensures learners begin with a clear understanding of the course's purpose, structure, expectations, and outcomes. Materials include a welcome video, instructor introduction, syllabus, course overview document, and Fink’s three‑column table. Prior to module work, students also receive a course calendar, a recurring weekly Google Meet link, accessibility resources, Google Classroom navigation tips, and access to a peer learning forum. The welcome video, weekly synchronous sessions, a “Get to Know Each Other” discussion thread, and peer forums are intentionally designed to build community and establish supportive classroom norms.

 

Instructional Design & Module Structure

Each module follows the ADDIE framework, aligning learning outcomes, assessments, and learning activities to ensure coherence across weeks. Modules open with brief warm‑ups (bell‑ringers) to activate prior knowledge or prepare students for new content. The initial module—Career Exploration—includes three core lessons: Career Exploration, Workplace Appearance, and Workplace Communication. Students complete topic‑specific lessons and culminating, grade‑level projects.

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• Career Exploration: Students research career clusters, respond to guided prompts, and produce a major research presentation.

• Applied Experience: The class is divided so that one group develops Canva presentations while the other participates in a VR simulation; groups rotate the following class to complete both experiences.

 

Student Agency & Pedagogical Approach

The course is intentionally student‑centered, offering flexibility, choice, and voice in how learners demonstrate understanding (for example, selecting media elements for Canva presentations). This approach supports learner ownership and self‑differentiation and aligns with the COVA model and constructivist principles.

 

Instructor Role & Assessment Practices

As a facilitator, I serve as a guide, coach, and mentor: providing timely feedback on submissions, answering career questions, prompting deeper inquiry through reflective prompts, and modeling digital leadership by demonstrating tools and workflows. Assessments include formative checks embedded in weekly activities and a summative final presentation that integrates course learning.

 

Equity, Accessibility, and Student Support

To ensure equitable access, the course includes Google Classroom tutorials, a Google troubleshooting guide, and guidance on accessibility tools available in Google Workspace for Education. Peer support forums and proactive monitoring of student engagement enable timely interventions; I will reach out to students who need additional support.